The Effectiveness of Nature-Based Learning on the Development of Environmental Stewardship in Early Childhood Education

Abstract

Nature-based learning is seen as a relevant pedagogical approach to fostering environmental stewardship from an early age through authentic and meaningful learning experiences. This study aims to analyze the implementation of nature-based learning and its role in developing attitudes of care, responsibility, ecological empathy, and pro-environmental behavior in early childhood. A qualitative approach with a case study design was used to gain an in-depth understanding of the process and meaning of learning in a natural environment. The research subjects included early childhood education, educators, and heads of educational units at early childhood education institutions that consistently implement nature-based learning. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results show that nature-based learning provides a holistic learning experience that supports children's integrated cognitive, affective, and moral development. Direct interaction with nature builds an emotional bond that serves as the foundation for the gradual formation of environmental stewardship. Learning effectiveness is influenced by educator competence, institutional support, and the availability of a supportive physical environment. This study emphasizes the importance of nature-based learning as a sustainable education strategy in developing environmentally conscious character from an early age.